Test Bank For Social Psychology, 8th Edition

Name: Test Bank For Social Psychology, 8th Edition
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Author: Daniel Mitchell

Test Bank For Social Psychology, 8th Edition is a detailed collection of real exam questions and answers to make your preparation easier.

Daniel Mitchell

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Instructor’s Resource Manual
for
Aronson, Wilson, and Akert
Social Psychology
Eighth Edition
prepared by
Sara Melissa Gorchoff
Carleton College

Contents
Chapter 1 Introducing Social Psychology 1
Chapter 2 Methodology: How Social Psychologists Do Research 47
Chapter 3 Social Cognition: How We Think about the Social World 96
Chapter 4 Social Perception: How We Come to Understand Other People 133
Chapter 5 The Self: Understanding Ourselves in a Social Context 167
Chapter 6 The Need to Justify Our Actions: The Costs and Benefits of Dissonance
Reduction
198
Chapter 7 Attitudes and Attitude Change: Influencing Thoughts and Feelings 224
Chapter 8 Conformity: Influencing Behavior 253
Chapter 9 Group Processes: Influence in Social Groups 287
Chapter 10 Interpersonal Attraction: From First Impressions to Close Relationships 323
Chapter 11 Prosocial Behavior: Why Do People Help? 362
Chapter 12 Aggression: Why Do We Hurt Other People? Can We Prevent It? 393
Chapter 13 Prejudice: Causes and Cures 430
SPA 1 Making a Difference with Social Psychology: Attaining a Sustainable
Future
475
SPA 2 Social Psychology and Health 487
SPA 3 Social Psychology and the Law 506

i
Preface
I believe that Social Psychology is one of the most enjoyable and rewarding classes to teach. It
would be a rare student indeed who wondered how the topics of social psychology apply to “real
life.” Instead, students’ own interest in the material motivates them throughout the course as they
recognize the many applications of the content to their own lives and gain new appreciation for
the science of psychology. What I love about teaching this course is watching the transformation
in students as they begin to analyze these real-world experiences just as a social psychologist
might. When students arrive to class early, nearly bursting in their desire to discuss a recent news
event noting, “This is just like the fundamental attribution error!” I know that they are being
changed by the course. I hope you find that the ideas in this instructor’s manual enable you to
achieve your goals as an instructor of this exciting course.
The objective of this manual is to ease your course preparation by summarizing the text material
and key terms, providing additional text, film, and web resources, and suggesting ideas for
student projects, in-class demonstrations, and quick assessments. The suggested projects,
demonstrations, and assessments are designed to be as complete and user-friendly as possible in
order to minimize the need for you to prepare additional handouts.
Links to online videos have been added to this edition. These videos are generally brief and
entertaining and can be used as jumping off points to stimulate class discussion. All other aspects
of the manual have been expanded and updated. At all times, I have tried to make this guide as
complete and turn-key as possible to enable you to quickly adopt these ideas for use in your
class.
Organization of the Manual
Each chapter of this manual is organized as detailed below.
• Learning Objectives:
The objectives provide a means for you to ensure that all relevant issues have been
addressed.
• Chapter Outline:
Included in each chapter is a detailed outline with room for additional notes that may be
helpful as you prepare your lecture for each chapter.
• Key Terms:
Terms defined in the margins within each chapter are listed with corresponding page
numbers.
• Classroom Response System Rationale:
This edition includes questions designed for those wishing to use a classroom response
system (commonly called “clickers”). Each chapter contains a variety of questions that can
be used to introduce a concept, check student understanding of covered topics, stretch student
understanding by asking them to apply concepts to new settings, and begin discussion of key
topics.

ii
• Critical Thinking Topics and Discussion Questions:
This section includes a list of questions to use to inspire class discussion.
• In Class Exercises and Quick Assessments:
This section includes either demonstrations that can easily be conducted within a class
session, taking anywhere from 5 to 50 minutes, or “Lecture Lead-Ins” that provide useful
ways to start lectures. Whenever possible I have provided complete, copy-ready handouts to
accompany the demonstrations, homework assignments, or class discussions. Several
activities in each chapter also include quick assessments. I’ve designed these assessments to
give you an early glimpse into the level of student mastery of the topic covered in the activity
and to assess students’ understanding of the connection between the demonstration or activity
and the social psychological concept it concerns.
• Integrating/Assigning “Try It!” Active Learning Exercises:
Within the text are “Try It!” active learning exercises located in boxes within each chapter.
These exercises are identified by page number and are described. Additional commentary or
ideas for discussion are provided.
• Student Projects and Research Assignments:
These student projects and research assignments can be done outside the class and include
extended activities, research projects, and paper assignments.
• Suggested Readings:
The suggested readings provide both a list of professional resources (concentrating on
review articles and collections of edited articles that you may wish to refer to as you
prepare your lectures) and supplementary articles for student reading (for example,
articles from Psychology Today).
• Websites to Explore:
This section lists websites associated with each chapter. For the most part, these are
student-oriented websites. Many of them have interactive exercises, and several also
provide online sources for questionnaires. Some sites talk directly about the topic; others
are indirect illustrations. All links are current as of August 2009.
• Film and Video Listings:
This section includes an updated list of relevant films and videos for each chapter.
• Online Video to Explore:
This new section includes links to brief video clips that are relevant to the topics covered
in each chapter. All links are current as of August 2009.

iii
Resources for New Teachers
An excellent book for new professors is Wilbert McKeachie’s (2005) Teaching tips: Strategies
and resources for college and university teachers (12th ed.) Boston, MA: Houghton Mifflin. If
you are new to teaching and can only read one advice book, make it McKeachie’s. See also the
handy book published by the APA and edited by M.P. Zanna, J.M. Darley, and H.L. Roediger
(2003) The compleat academic: A career guide. (2nd ed.) which is chock-full of advice on all
aspects of your career. Another excellent book dealing with both teaching and career issues is
Robert Boice’s (2000) Advice for new faculty members: Nihil nimus. Boston, MA: Allyn &
Bacon. The Sage Publication Series, Survival Skills for Scholars, also has many books to guide
your teaching and career, notably M. Weimer’s (1993) Improving your classroom teaching..
Thousand Oaks: Sage. Barbara Gross Davis’s (1993) Tools for teaching (San Francisco: Jossey
Bass) may also be useful particularly for first-time instructors. Finally, Ken Bain’s (2004) What
the best college teachers do, published by Harvard University Press, offers ideas and suggestions
gleaned from observations of and conversations with recognized outstanding college teachers.
For active learning techniques explore M. Silberman’s (1996) Active learning. 101 strategies to
teach any subject and the excellent series of books published by Jossey Bass, especially P.
Angelo and K. P. Cross (1993) Classroom assessment techniques (2 nd ed.), and J. C. Bean (1996)
Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active
learning in the classroom. Sharon Bowman also has a number of books that include ideas for
active learning. See especially her (2005) Preventing death by lecture, Glenbrook, NV:
Bowperson.
Great entries into web resources for social psychology include the Social Psychology Web page
maintained by Scott Plous of Wesleyan University. This website can be found at
http://www.socialpsychology.org. Through it you can gain access to web pages on specific topic
areas, online research projects, organizations devoted to psychology, course information that has
been posted on-line, individual social psychologists’ homepages, and so forth. Another fantastic
web resource is a compilation of social psychology resources, organized by topic by Jonathan
Mueller at North Central College and available at
http://jonathan.mueller.faculty.noctrl.edu/crow/.
Division 2 (The Society for the Teaching of Psychology) of the American Psychological
Association maintains a number of outstanding resources for faculty. These include a list-serv,
which you can join at http://list.kennesaw.edu/archives/psychteacher.html, and a website with a
number of invaluable resources including model syllabi at http://teachpsych.org/otrp/index.php.
If you become a member of Division 2, you’ll receive a free copy of the Society’s journal
Teaching of Psychology, which often includes topics related to social psychology.
APS has published two valuable volumes entitled Lessons learned: Practical advice for the
teaching of psychology that are well worth your time. They provide advice from fellow
psychologists on the first day of class, building rapport, creating exams, developing effective
lectures, leading class discussions, implementing active learning, and grading to maximize
student learning.
If your institution has a faculty development office, take advantage of the services they offer.

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© 2013, 2010, 2007 Pearson Education, Inc., publishing as Prentice Hall, 1 Lake St., Upper Saddle River,
NJ 07458. All rights reserved. Manufactured in the United States of America. This publication is protected by
, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a
retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or
likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education,
Inc., Permissions Department, 1 Lake St., Upper Saddle River, NJ 07458
10 9 8 7 6 5 4 3 2 1
www.pearsonhighered.com
ISBN 10: 0-205-92927-3
ISBN 13: 978-0-205-92927-6

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Contents
_____________________________________________________________________
Chapter 1 Introducing Social Psychology
Chapter 2 Methodology: How Social Psychologists Do Research
Chapter 3 Social Cognition: How We Think About the Social World
Chapter 4 Social Perception: How We Come to Understand Other
People
Chapter 5 The Self: Understanding Ourselves in a Social Context
Chapter 6 The Need to Justify Our Actions: The Costs and Benefits of
Dissonance Reduction
Chapter 7 Attitudes and Attitude Change: Influencing Thoughts
And Feelings
Chapter 8 Conformity: Influencing Behavior
Chapter 9 Group Processes: Influence in Social Groups
Chapter 10 Interpersonal Attraction: From First Impressions to
Close Relationships
Chapter 11 Prosocial Behavior: Why Do People Help?
Chapter 12 Aggression: Why Do We Hurt Other People? Can We
Prevent It?
Chapter 13 Prejudice: Cause, Consequences, and Cures
SPA 1 Making a Difference with Social Psychology: Attaining
a Sustainable Future
SPA 2 Social Psychology and Health
SPA 3 Social Psychology and the Law

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LEARNING OBJECTIVES
1.1 Define social psychology. Define social influence and state why it is of interest to social
psychologists.
1.2 Explain how social psychologists go about finding the answers to life’s important
questions including how this differs from the approach of philosophers and social
commentators. Describe why the social psychological approach may lead to more accurate
predictions about human behavior compared to the other approaches.
1.3 Define individual differences. Identify the goals of personality psychology compared to
those of social psychology.
1.4 Identify the goals of sociology compared to those of social psychology.
1.5 Compare and contrast how sociology, personality psychology, and social psychology
attempt to understand and predict human behavior.
1.6 Define fundamental attribution error. Identify the consequences of making this error and
underestimating the power of social influence.
1.7 Define the basic approach of behaviorism and explain how social psychology builds on this
approach.
1.8 Define construals. Indicate why social psychologists study construals rather than simply
the objective environments of people.
1.9 Explain how social psychology is influenced by Gestalt psychology.
1.10 Identify the two basic motives that underlie the origins of people’s construals. Describe
what happens when the two basic human motives conflict.
1.11 Identify the approaches associated with the two basic human motives. Describe the
assumptions of each approach.
1.12 Understand and apply the self-esteem approach.
1.13 Understand and apply the social cognition approach.
1.14 Identify some social problems that social psychologists research and attempt to remedy.
Return to Table of Contents
2

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CHAPTER OUTLINE
I. What is Social Psychology?
A. Defining Social Psychology
• Social psychology is defined as the scientific study of the way that the thoughts,
feelings, and actions of people are influenced by the real or imagined presence of
other people.
• Social psychologists study social influence, the effect that the words, actions, or
mere presence of other people have on our thoughts, feelings, attitudes, or behavior.
• Social influence includes direct attempts to persuade others (e.g., advertisements)
as well and more subtle ways in which others have an impact (e.g., the effect of the
mere presence of others on behavior).
• Social influence may impact thoughts and feelings in addition to behavior.
B. Social Psychology, Science, and Common Sense
1. Philosophy
• Social psychology and philosophy are often concerned with the same
questions.
• Social psychology differs from philosophy because it is empirical.
2. Common Sense and Folk Wisdom
• Common sense explanations, such as those offered by journalists, are known
as folk wisdom.
• Folk wisdom may be contradictory and provides no way of determining
correctness.
3. An Empirical Approach
• Social psychologists test hypotheses, or educated guesses, in well-designed
experiments to discern the situations that would result in one outcome or
another.
• The advantages of an empirical approach are that competing explanations can
be tested against each other and that knowledge derived from past research
can be used to make reasonable predictions about what will occur in the
future.
C. How Social Psychology Differs from Its Closest Cousins
• Personality psychology focuses on individual differences in human behavior (those
aspects of people’s personalities that make them different from other people), while
social psychology focuses more on how the social situation affects people similarly.
• Sociology is concerned with social class, social structure, and social institutions.
• Social psychology joins other social science disciplines in its focus on social
behavior.
• Social psychology differs from personality psychology and sociology in its level of
analysis. For personality psychologists, the level of analysis is the individual. For
social psychologists, the level of analysis is the individual in the context of a social
situation. For sociologists, the level of analysis is the group or institution.
3

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• Table 1.1 (page 7) depicts comparisons between social psychology and closely-
related fields of personality psychology and sociology.
NOTES: _____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
II. The Power of the Situation
A. Fundamental Attribution Error
• Social psychologists face barriers to convincing people that their behavior is
greatly influenced by the environment.
• People tend to explain behavior entirely in terms of personality traits and thus
underestimate the power of social influence. This is called the fundamental
attribution error.
B. Underestimating the Power of Social Influence
• The fundamental attribution error can lead to a false sense of security—we assume
problematic behavior could never happen to us and thus we do not guard against its
occurrence.
• In a demonstration of the fundamental attribution error, Ross and Samuels (1993)
found that college students’ personalities, as rated by the resident assistants in their
dormitories, did not determine how cooperative or competitive they were in a
laboratory game. The name of the game—whether it was called the Wall Street
Game or the Community Game—did, however, make a tremendous difference (see
Figure 1.1 on pg. 12).
III. The Power of Social Interpretation
A. Behaviorism
• Behaviorism is a school of psychology maintaining that to understand human
behavior, one need only consider the reinforcing properties of the environment
(how positive and negative events in the environment are associated with specific
behaviors). Behaviorists tried to define social situations objectively, focusing on
the reinforcements received in response to behavior.
• Because behaviorism does not deal with cognition, thinking, and feeling, this
approach has overlooked the importance of how people interpret their
environments.
B. Construal and Gestalt Psychology
• Social psychology focuses on construal, the way in which people perceive,
comprehend, and interpret the social world.
• This emphasis on construal has its roots in Gestalt psychology, a school of
psychology stressing the importance of studying the subjective way in which an
4

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object appears in people’s minds, rather than the objective, physical attributes of
the object.
• Kurt Lewin, the founding father of modern experimental social psychology, was
the first to apply Gestalt principles from the study of the perception of objects to
social perception.
NOTES: _____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
IV. Where Construals Come From: Basic Human Motives
• Social psychologists have found that two motives are of primary importance in
determining our thoughts and behavior: the need to be accurate and the need to feel
good about ourselves.
• Sometimes both these motives pull us in the same direction, but noted theorist Leon
Festinger realized that it is when these two motives pull us in opposite directions that
we can learn the most about psychological processes.
A. The Self-Esteem Approach: The Need to Feel Good About Ourselves
• Self-esteem is people’s evaluation of their own self-worth, or the extent to which people
see themselves as good, competent, and decent. Most people have a strong need to
maintain high self-esteem. This need can clash with the need for accuracy, leading people
to distort their perceptions of the world.
1. Justifying Past Behavior
• In order to preserve self-esteem, people may distort their perceptions of reality
(e.g., by explaining their personal deficiencies in more positive ways). Such
distortions are more “spins” on the facts than they are total delusions.
2. Suffering and Self-Justification
• Social psychological research demonstrates that when people volunteer to
undergo a painful or embarrassing initiation in order to join a group (e.g., a
fraternity hazing), they need to justify the experience in order to avoid feeling
foolish. One way they do this is to decide that the initiation was worth it
because the group is so wonderful.
• Under certain conditions, then, the need for self-justification can lead people
to do surprising or paradoxical things (e.g., preferring things for which they
have suffered to those which are associated with ease and pleasure).
B. The Social Cognition Approach: The Need to Be Accurate
• Although people may bend the facts to serve their self-esteem needs, they by
and large do not distort reality. In fact, human reasoning skills are
extraordinary.
1. Social cognition
• Social cognition is the study of how people think about themselves and the
social world; more specifically, how people select, interpret, remember, and
use social information.
5

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• This approach views people as amateur sleuths seeking to understand and
predict their social world. Coming up with an accurate picture of the social
world may be difficult because there are many relevant facts and we have only
limited time.
2. Expectations about the Social World
• Our expectations can sometimes get in the way of accurately perceiving the
world.
• In the self-fulfilling prophecy, our expectations about another person’s
behavior result (via the mechanism of influencing our behavior toward the
target) in changing the target’s behavior.
NOTES: _____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
V. Social Psychology and Social Problems
• While social psychologists are often motivated by simple curiosity to study social
behavior, they are also frequently motivated by the desire to help resolve social
problems, such as increasing conservation of natural resources, increasing the practice
of safe sex, understanding the relationship between viewing television violence and
aggressive behavior, developing effective negotiation strategies for the reduction of
international conflict, finding ways to reduce racial prejudice, and helping people adjust
to life changes.
• Social psychologists helped the government change an ad campaign to promote safe sex
that was based on increasing fear of contracting AIDS, noting that fear promotes denial
and flies in the face of the need to preserve self-esteem.
NOTES: _____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Return to Table of Contents
KEY TERMS
• Social Psychology: (pg. 2) The scientific study of the way in which people’s thoughts,
feelings, and behaviors are influenced by the real or imagined presence of other people
• Social Influence: (pg. 2) The effect that the words, actions, or mere presence of other people
have on our thoughts, feelings, attitudes, or behavior
• Individual Differences: (pg. 6) The aspects of people’s personalities that make them
different from other people
• Fundamental Attribution Error: (pg. 8) The tendency to overestimate the extent to which
people’s behavior is due to internal, dispositional factors and to underestimate the role of
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